This paper assesses head teachers' and teachers' perception of the role of instructional supervision within the school environment based on a study conducted in Eldoret West District, Kenya. This study utilized the descriptive research design and was guided by the theoretical framework based on Kolb's experiential learning cycle as developed by Kolb, Rubin and McIntyre in 1974. It targeted head teachers and teachers in both public and private secondary schools in Eldoret West District. To obtain the study sample, the target population was stratified into two categories, i.e. private and public schools. From each stratum, 30 per cent of the total numbers of schools were selected for inclusion in the study. All the head teachers from the selected schools automatically qualified for participation while the teachers were selected through simple random sampling. Data was collected using a questionnaire and an interview schedule. The collected data was analyzed descriptively using means and percentages. The data analysis was done with the aid of Statistical Packages for Social Sciences (SPSS) software. From the study findings discussed in this paper, it can be concluded that the perception of the teachers on the type of supervision is both negative and positive. Positively, the teachers view supervision as a learning activity both for them and the head teachers. Further, the teachers view supervision as an interactive activity in which the head teacher and the teachers engage each other constructively. As such, on a larger scale, supervision is viewed positively. However, some teachers feel that it is a mere routine and only cooperate so as to keep their jobs. Supervision is also seen as a way of pushing lazy teachers, thus the teachers being supervised are viewed as being lazy and unprepared. The study recommends that there is need to incorporate the elements of quality and standards in the supervision criteria and purpose.